How Do Parent Expectations Promote Child Academic Achievement in Early Elementary School? A Test of Three Mediators

Autor/inn/en	Loughlin-Presnal, John; Bierman, Karen L.
Titel	How Do Parent Expectations Promote Child Academic Achievement in Early Elementary School? A Test of Three Mediators
Quelle	In: Developmental Psychology, 53 (2017) 9, S.1694-1708 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000369
Schlagwörter	Parent Attitudes; Expectation; Correlation; Academic Achievement; Elementary School Students; Parent Influence; Parent Participation; Student Behavior; Self Concept; Academic Ability; At Risk Students; Teacher Attitudes; Student Attitudes; Achievement Tests; Low Income Groups; Rating Scales; Questionnaires; Individual Characteristics; Interviews; Maximum Likelihood Statistics; Statistical Analysis + Suchen Sie Ihr Suchwort? Elternverhalten; Expectancy; Erwartung; Korrelation; Schulleistung; Elternmitwirkung; Student behaviour; Schülerverhalten; Selbstkonzept; Lehrerverhalten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rating-Skala; Fragebogen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Interviewing; Interviewtechnik; Statistische Analyse
Abstract	Using a longitudinal mediation framework and a low-income sample, this study had 2 aims: (a) to model bidirectional associations between parent academic expectations and child academic outcomes from first through fifth grade, and (b) to explore 3 mediators of parental influence: parent involvement in child schooling, child learning behaviors, and child perceived academic competence. Participants included 356 children and their caregivers (89% mothers) recruited from Head Start centers (58% European American, 25% African American, 17% Latino). At each time point (grades 1, 2, 3, 5), parents rated their academic expectations, teachers rated parent involvement and child learning behaviors, and children rated their self-perceptions of their academic competence. Bidirectional longitudinal associations emerged between parent academic expectations and child academic outcomes. Child learning behaviors mediated this association from first to third grade, whereas child perceived academic competence mediated from second to fifth grade. Parallel cross-lagged models replicated these findings with child academic outcomes assessed using a test of reading achievement and teacher ratings of academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01